课堂教学评价改革中的几个基本问题  

Some Basic Problems in Reform of Classroom Teaching Evaluation

作　　者：刘岗[1] 田静[1] 

机构地区：[1]山西师范大学教育科学研究院,山西临汾041004

出　　处：《山西师大学报（社会科学版）》2010年第1期144-147,共4页Journal of Shanxi Normal University(Social Science Edition)

基　　金：山西省教育科学"十一五"规划课题(QZ-06012)

摘　　要：在基础教育课程改革的过程中,课堂教学评价一直是改革的重点和难点。对评价功能、评价主体、评价标准以及评价结果的分析,有助于把握课堂教学评价改革的基本方向。以课程改革的评价理念为参照,课堂教学评价的功能应该服务于人的发展,而不是实现对人的管理;评价活动的主体要多元化,各方评价主体通过沟通与对话以达成共识;评价标准的构建既要能够反映有效教学的关键特征,也要关注不良教学的典型表现;评价结果的处理要采取定量分析与定性描述相结合,真正为教师改善课堂教学提供有用的信息。In the basic education curriculum reform, the evaluation of classroom teaching has always been the emphasis and difficulty of the process. The analysis of the eval, uation function, active subject, evaluation criteria and the results of the evaluation will be helpful to grasp the basic direction of the reform in classroom teaching evaluation. By reference to the evaluation ideas of curriculum reform, the function of the classroom teaching evaluation should be at the service of the human development rather than the realization of human management ; the evaluation subject should be diversified, and all parties of the subject can, through communication and dialogue, reach a consensus; the construction of the evaluation criteria should not only reflect the key characteristics of effective teaching, but also concern about typical examples of unhealthy teaching; the treatment of the evaluation results should take quantitative analysis combined with the qualitative description, and truly provide useful information for teachers to improve their classroom teaching.

关 键 词：课堂教学评价 功能 主体 标准 结果使用 

分 类 号：G420[文化科学—课程与教学论]